Demonstration, tutorials, and modeling

Demonstrations, also called tutorials or modeling, are examples that are used to show learners how something is done or how something looks when completed. A demonstration or example can illustrate multiple steps toward completion of a task, or it can describe the end result of a task. This allows learners to conceptualize or visualize the objectives of their work and know what would qualify as being satisfactory.

Definition

A demonstration is an information source that illustrates an example of the step-by-step procedures on how to perform a task. A demonstration can be in the form of writing or text, but it can also be multimedia, such as video or an interactive app. A demonstration can also be in real-time, in that someone is demonstrating how to do a task synchronously, either in a face-to-face setting or via a web video call, webinar, or other media.

Demonstrations are typically also called tutorials or modeling. In the case of modeling, a more experienced person makes specific reference to the steps involved with performing the task and attempts to reduce or simplify the task into a model that can be easily followed and replicated by the learner.

Additional Information

Demonstrations are valuable information sources as they show learners what is acceptable as they perform a task, they illustrate the specific steps involved with completing the task, and highlight which qualities should be present with both the process and with the end product.

Demonstrations are information sources, even if they are being performed live (similar to a lecture), because the learner is interacting with them more passively than doing the task themselves. However, a learner can follow along a demonstration and do their own actions as well by practicing their own tasks or simultaneously performing their work. Similar to how a chemistry teacher will demonstrate a process and expect students to follow along with their own materials in a lab setting, learners can practice while they are following a demonstration or tutorial. In this way, a demonstration can be made into an interactive activity that encourages active learning.

According to constructivist and social learning theories, the use of demonstrations and tutorials are an essential part of learning. This is due to how humans are wired to observe and mimic behaviors at the earliest days after birth. People learn how to perform tasks, in part, by witnessing examples of the tasks and attempting on their own.

Demonstrations and tutorials focus on showing a process toward doing some kind of task or set of tasks. A demonstration will typically provide step-by-step explanations on how to get from start to finish. A demonstration can be written down as a sequence of events and things to think about, but with today's multimedia technologies, demonstrations are now also seen in video and interactive applications that can better immerse a learner in the task.

Demonstrations and tutorials also richly describe each step, as well as the end result of the task. This includes describing what the person doing the work should look for, equip learners with tips and tricks to do their work quicker and smarter, and how any work products should look when they are finished. In a demonstration, each element of the end result can be described in depth to give learners a sense of how the process influenced the end product.

At the end of the demonstration, a worked example can be provided that highlights each of the elements that should be present in the work if it is high quality and done well. Rubrics are frequently used with demonstrations and tutorials, as they show the essential elements of the process and what constitutes the differences between what is done well and what needs more practice or attention.

In today's educational landscape, software or interactive apps have emerged that can help learners organize their work and perform tasks with supports and demonstrations to assist with the completion of steps. In one example case, the app ThinkCERCA provides learners with prompts and organizes the work of constructing sound argumentation for science and social studies settings. Learners are provided demonstrations of how to perform strong argumentation by both their teachers and from coaching within the ThinkCERCA app. However, the app itself also reduces the complexity of the task by providing prompts and sub-tasks to complete while performing the task. In this way, the task is modeled as learners are given a simplified set of instructions and step-by-step procedures. As students gain mastery, the model increases in complexity and these scaffolds and supports are removed - requiring learners to perform additional tasks. In cases like this, technology has increasingly enabled learners to use simultaneously use demonstrations and modeling information to improve their skills.

Tips and Tricks

• Consider the specific tasks that your educational experience is asking learners to perform. If the learners are completely new to the task, it may be challenging for them to complete. Examples, demonstrations, and models of step-by-step processes may be helpful for students to practice working on the tasks and achieving the desired outcome.
• It may be helpful to include specific examples of completed tasks and the products that these tasks generate so that learners may see what the end results of their tasks will look like. Strong examples include rich descriptions about each element, why it is there, and how each element was generated during the task.

Related Concepts

• Models and Frameworks
• Practice
• Examples
• Scaffolding and support mechanisms
• Media and multimedia

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